This study investigates the challenges faced by students in mastering English speaking skills in the IPS flagship program at Nurul Jadid High School, an Islamic boarding school in East Java, Indonesia. Focusing on EFL (English as a Foreign Language) students, this study aims to understand the various factors that influence students' speaking abilities, where the unique learning environment in Islamic boarding schools presents its own challenges. Through qualitative and quantitative approaches, data was collected using observation, semi-structured interviews, and Likert questionnaires to explore students' perceptions of the difficulties they face when speaking English. Preliminary results indicate that internal factors such as lack of confidence, as well as external factors such as social pressure and teaching methodologies that focus more on theory than speaking practice, contribute significantly to students' low speaking skills. This study also found that students' English language experience outside the classroom is very limited, which often causes anxiety when facing real situations that require speaking skills. Students tend to be passive in communication activities and prefer not to participate actively for fear of making mistakes. To overcome these challenges, this study recommends the development of more communicative and interactive teaching strategies, including the application of the Communicative Approach and Task-Based Language Teaching.
I. Cahyani, Mochlis Ekowijayanto· JURNAL ILMIAH GEMA PERENCANA· 0 citations
The study’s findings indicate that LinkedIn provides a digital professional space that familiarizes students with English-language communication practices in the workplace and encourages them to engage more actively in English learning through various digital practices outside the formal education setting.
Wildani Mukhollafah, Mochlis Ekowijayanto· IJORER : International Journ...· 0 citations
English-speaking anxiety remains a significant challenge for EFL learners, particularly in higher education contexts where students are expected to communicate actively in English despite limited linguistic competence and classroom exposure. In socio-religious learning environments such as Islamic higher education institutions, speaking anxiety may also be influenced by cultural and communicative norms. Therefore, this study aimed to investigate the level, perceptions, and contributing factors of English-speaking anxiety among first-year EFL students at Nurul Jadid University.This study employed a mixed-methods design involving 43 first-year students aged 18–20 years enrolled in a second-semester speaking course. Quantitative data were collected using the English-Speaking Anxiety Scale (ESAS), while qualitative data were obtained through semi-structured interviews. The data were analyzed using descriptive statistics and content analysis.The findings revealed that vocabulary limitation was the primary factor contributing to students’ speaking anxiety, followed by low self-confidence, fear of making mistakes, and limited opportunities for speaking practice. Pedagogical factors, including classroom atmosphere and teacher support, also influenced students’ anxiety levels. In addition, the socio-religious learning environment shaped students’ communication behavior and classroom participation.The study suggests that supportive and context-sensitive pedagogical approaches are essential to reduce speaking anxiety and improve students’ communicative competence in EFL classrooms. This research contributes to the understanding of speaking anxiety within Islamic higher education contexts and highlights the importance of integrating linguistic, psychological, pedagogical, and socio-cultural considerations in EFL instruction.
Mochammad Nur Faqih Khalilullah, Mochlis Ekowijayanto· Journal of Languages and Lan...· 0 citations